Goal Setting for Student Progress Form

Teachers Name: ____Mrs. Ashley T. Kisamore______________________________________

Subject/Grade:
4th Grade Reading (2)
School Year: _15___ -_16___
Directions:
This form is a tool to assist teachers in setting a goal that results in measurable learner progress. NOTE: When
applicable, learner achievement/progress should be the focus of the goal. Enter information electronically into the cells
(the boxes will expand to fit the text).

Initial Goal Submission (due by _____________ to the evaluator)

This goal is based on 22 fourth grade students in a rural public
I. Setting (Describe the population and
school setting. Included in this grouping, one student is
special learning circumstances)
receiving Tier III reading interventions, two are receiving Tier II
reading interventions, and five are receiving collaborative
special education services. Initial assessment shows fifteen
students are below proficiency in reading, five students at a
proficient level, and one student is at an advanced level in
regards to word origins and comprehension fiction and
nonfiction texts.

II. Content/Subject/Field Area (The

area/topic addressed based on learner
achievement, data analysis, or
observational data)

III. Baseline Data (What is shown by the

current data?)

IV. Goal Statement (Describe what you

want learners/program to accomplish)

As of January 2016 after reevaluation, six students included in

this goal are receiving collaborative language arts services
and two students are receiving Tier II reading interventions.
I am focusing on improving my students knowledge of word
origins and vocabulary, as well as comprehension of fiction
and nonfiction texts. According to initial assessment, a large
number of the students in this group have tested to be
reading below the standard for their current grade level, so I
will put a strong emphasis on reading comprehension, as well
as test taking strategies.
According to the Measures of Academic Performance reading
assessment, fifteen students are below proficiency in reading,
five students at a proficient level, and one student is at an
advanced level in regards to word origins and comprehension
fiction and nonfiction texts.
Data attached
Between October 2015 and May 2016, 100% of my students
will make measurable growth in reading according to the
Measures of Academic Progress reading assessment.
Students with a RIT score between 177-199 on the original
assessment will increase by at least three points.
Furthermore, students with an original RIT score above 199
will remain above 199 throughout the remainder of the year.

V. Means for Attaining Goal (Strategies used to accomplish the goal)

Strategy

Evidence

Target Date

Students will be exposed to a balanced

literacy approach to reading instruction
and workshop to highlight student
strengths and foster independence.
Students will be chosen for small group

Lesson plans
Classroom observations

Ongoing (September-May)

Lesson plans

Ongoing (September-May)

instruction focused on the areas of

comprehension, accuracy, fluency, and
vocabulary development to target
students weaknesses.
Students will be given daily small group
reading instruction based on reading
performance level and academic areas
of weakness to master skills.
Students will complete formal
presentations throughout the year to
demonstrate understanding,
comprehension, and application of realworld skills.
Students will participate in in-class
discussions about their reading with
their peers to develop comprehension
and discussion skills, and to foster
ownership and independence.
Students will be exposed to a print-rich
classroom environment.
As students struggles are identified,
strategies will be put in place within the
collaborative classroom to encourage
motivation and help students become
successful.

Classroom observations

Lesson plans
Classroom observations

Ongoing (September-May)

Book Presentations
Writing Across the Curriculum

Ongoing (September-May)

Classroom discussions

Ongoing (September-May)

Classroom observations

Ongoing (September-May)

Classroom observations

January-May

Teachers Signature ______________________________________

Date _________

Evaluators Signature _____________________________________

Date _________

VI. Mid-Year Review (Describe goal progress and other

relevant data)
After reviewing the mid-year MAP data, students are well on
their way to attaining this goal. A strategy to provide
motivation and foster success within the test-taking and
classroom environments was added in order to
accommodate those students who are not making ample
progress.

Mid-year review conducted on____________

Initials:

_____(teacher)

Data attached

Teachers Signature ______________________________________

Date _________

Evaluators Signature _____________________________________

Date _________

_____(evaluator)

End-of-Year Review
Appropriate Data Received
Strategies used and data provided demonstrate Student Growth as defined by SMART goals:
Yes No

Evaluators Signature _____________________________________

Date _________